Monica Perry

Gail Richard
Composition II
13 February 2016
My annotated bibliography was about if high school students should continue their
education or not. When I wrote this, I used the WPA outcome statements to help strengthen up
my annotated bibliography. I used rhetorical knowledge, critical thinking, reading, and
composing, processes and knowledge of conventions to help me with the annotated bibliography.
While I wrote my annotated bibliography, I used rhetorical knowledge. I did this by using
a variety of texts to address to a range of audiences. By doing this, I used different sources with
different perspectives to have a wider range of audiences who could relate to my topic. This
helped me expand my writing.
I also tied my annotated bibliography with critical thinking, reading, and composing. I
was able to evaluate my sources and find evidence throughout the sources. I made sure that I was
finding scholarly sources that would help benefit my logical argument paper. Once I evaluated
the right sources, I incorporated them into my the annotated bibliography.
When writing this annotated bibliography, I used processes. I used multiple drafts which
helped lead me to the best annotated bibliography. I had a rough draft, then also a final paper.
We also did peer review in class that helped me get feedback from others. They gave me good
criticism that helped me build a stronger final annotated bibliography.
The last part of the WPA outcome statements is knowledge of conventions. I used
knowledge of conventions by making sure that I had proper grammar throughout my annotated
bibliography. I also made sure that I was using the right format that my instructor wanted me to
use. I also made sure that my citations were done correctly, as well has have a paragraph of
summary and another paragraph commentary. All four sections of the WPA outcomes helped me
create a strong final annotated bibliography